The Avenue Learner Standards for Technology-Enhanced Language Learning (TELL) are designed to give instructors and administrators a framework for providing lessons and course offerings that build learner competence with technology, primarily for language learning and use. These standards are meant to work in concert with Avenue Instructor Standards and Avenue Program Standards. Version 1.2 of the Standards delves deeply into responsible and ethical use of generative artificial intelligence.
This document begins with a guiding philosophy for the standards, followed by four standards that address how learners use devices and tools critically and independently, how they evaluate technology safely and ethically, how they evaluate technology tools to support their learning outcome, and how they use technology to improve their communication and settlement success in Canada. Each standard has several performance indicators (PI) and sub-indicators. Can-do statements are added under each PI as a tool for administrators and instructors, and a self-assessment tool for learners. The language of the Can-dos could be adapted as needed to learner context and level. Can-do statements are also included in the Appendix as a whole. Descriptive text is added where needed for clarification. Reflections are included for administrators and instructors, along with some sample tasks for learners. Version 1.2 of the Standards delves deeply into responsible, productive and ethical use of generative artificial intelligence.
The Avenue Learner Standards for Technology-Enhanced Language Learning (TELL) are designed to give instructors and administrators a framework for providing lessons and course offerings that build learner competence with technology, primarily for language learning and use. These standards are meant to work in concert with Avenue Instructor Standards and Avenue Program Standards. Version 1.2 of the Standards delves deeply into responsible and ethical use of generative artificial intelligence.
This document begins with a guiding philosophy for the standards, followed by four standards that address how learners use devices and tools critically and independently, how they evaluate technology safely and ethically, how they evaluate technology tools to support their learning outcome, and how they use technology to improve their communication and settlement success in Canada. Each standard has several performance indicators (PI) and sub-indicators. Can-do statements are added under each PI as a tool for administrators and instructors, and a self-assessment tool for learners. The language of the Can-dos could be adapted as needed to learner context and level. Can-do statements are also included in the Appendix as a whole. Descriptive text is added where needed for clarification. Reflections are included for administrators and instructors, along with some sample tasks for learners. Version 1.2 of the Standards delves deeply into responsible, productive and ethical use of generative artificial intelligence.
